Preservice teachers’ knowledge of interdisciplinary pedagogy: the case of elementary mathematics–science integrated lessons

An, Song A.

doi:10.1007/s11858-016-0821-9

Cited by 24 publications

(10 citation statements)

References 26 publications

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“…Currently, the increasing growth of STEAM education poses challenges in teaching and learning. The main challenge lies in developing teachers' knowledge and pedagogy in instruction integration (An, 2017;Koehler and Mishra, 2009). This challenge, in part, is that elementary teachers lack meaningful STEM experiences and often provide poor instruction to their students (DiFrancesca et al, 2014).…”

Section: Needs For Teacher Learningmentioning

confidence: 99%

“…In addition, as indicated by NCTM (2014), too many teachers have limited access to the instructional materials, tools and technology they need. Therefore, to support children's STEM learning using an integrated approach, Impact of STEAM integration preservice teachers need to be trained with a different type of knowledge of pedagogy and understanding the connections across content areas (An, 2017). They also need rich resources and instructional materials with an opportunity of positive STEM experiences to be success in STEM integration (Burton, 2019;Nadelson and Seifert, 2013).…”

Section: Needs For Teacher Learningmentioning

confidence: 99%

“…To equip classroom teachers with solid knowledge and skills and strong confidence in using technology, it is important for teacher educators to "empower connected learners in a connected world" (ISTE, 2017). One of the central approaches to empower teachers is to prepare them to integrate science, technology, engineering and mathematics (STEM) in their teaching in pre-K-12 education (An, 2017;Burton, 2019;Bybee, 2010;Carnevale et al, 2011;Tsupros et al, 2009). This integration develops creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving, decision-making, digital citizenship and technology operators and concept (ISTE, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…However, as generalists, elementary preservice teachers often enter teacher education programs with less confidence and interest in teaching STEM subjects (Weiss et al, 2001). Research has suggested that preservice teachers should have an opportunity with earlier and more interdisciplinary teaching experiences in order to better develop their interdisciplinary pedagogical content knowledge (PCK) earlier in their careers (An, 2017;An and Tillman, 2018;Doering et al, 2009). This study intended to provide such an opportunity to preservice teachers with a projectbased learning (PBL) approach and an inquiry-based pedagogy to engage them in learning STEM knowledge and skills of integration with adding the arts component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks.…”

Section: Introductionmentioning

confidence: 99%

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The impact of STEAM integration on preservice teachers' disposition and knowledge

2020

JRIT

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PurposeThis study intended to provide such an opportunity to preservice teachers with a project-based learning (PBL) approach and an inquiry-based pedagogy to engage them in learning science, technology, engineering and mathematics (STEM) knowledge and skills of integration with adding an art component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks. The purpose of this project was to explore how STEAM integration in mathematics methods courses influenced K-8 preservice teachers' disposition and knowledge of STEAM integration.Design/methodology/approachThis project used a mixed-research design in data collection and analysis to examine the effects of using the STEAM integration on preservice teachers' knowledge and disposition. The preservice teachers in two EDEL 462 classes in Spring 2019 participated in STEAM learning and development in the inquiry process of four steps of STEAM integration. Data collection includes the pre- and postquestionnaires on teachers' knowledge and disposition.FindingsThe results in this study show that the STEAM integration in the mathematics methods courses engaged preservice teachers in four steps of the inquiry process of connection, collaboration, communication and evaluation for STEAM integration using PBL approach. The preservice teachers not only enhanced their disposition in attitude and confidence but also enhanced their knowledge of STEAM integration.Research limitations/implicationsThe following conclusions can be drawn from the present study that integrating STEAM components in mathematics methods fosters preservice teachers' creativity, connection, communication, application and teamwork skills, and importantly, it enhances K-8 preservice teachers' productive dispositions and knowledge in STEAM integration.Practical implicationsThe results of this study indicate that using math methods courses to engage preservice teachers in learning STEAM integration and designing authentic STEAM tasks in four steps enhanced preservice teachers' attitude and confidence that significantly related to their knowledge of STEAM integration.Originality/valueThese findings have significant implications for the understanding of how to prepare future teachers in STEAM integration in higher education.

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Section: Needs For Teacher Learningmentioning

confidence: 99%

Section: Needs For Teacher Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The impact of STEAM integration on preservice teachers' disposition and knowledge

2020

JRIT

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“…There are inter-disciplinary studies in science and mathematics teaching (An, 2017;Berlin & Lee, 2005;Lehman, 1994) but there are also studies about science and technology (Daşdemir & Doymuş, 2016;Dimopoulos & Koulaidis, 2016) and about mathematics and technology (Gülburnu, 2013). In this case, the thing that separates STEM from other methods should be engineering or thinking and acting like an engineer.…”

Section: Thinking Like An Engineermentioning

confidence: 99%

STEM Eğitimi Üzerine Bir Teorik Çalışma: İki Uygulama Önerisi

Arıkan¹

2018

Kuramsal Eğitimbilim

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As communication technology develops rapidly in the 21st century, it is easy to reach knowledge. At this point students should be able to create their own knowledge by researching, analyzing and synthesizing rather than asking the questions they can reach via internet. Real life problems may not be solved according to a single discipline. Therefore, it would be beneficial for us to transfer the climate and teamwork to the disciplines as a whole for the students. The purpose of this study is to present the importance and unexplained parts of STEM education through literature scan and especially to suggest STEM practices which mostly deal with mathematics classes. This study is a theoretical study and document analysis technique from qualitative research methods was used in the study. The study was prepared in terms of theory and it was presented to be an example for the other researchers. There are two sample practices together with their objectives in this study. While SCRATCH coding program was used in one of the applications and the other application was structured on isoperimetric theorem. ÖZ: 21. Yüz yılda iletişim teknolojisi hızla geliştiği için bilgiye ulaşmak kolaylaşmaktadır bu noktada öğrencilere internet üzerinden ulaşabilecekleri sorular sormak yerine araştırarak analiz ederek ve sentezleyerek kendi bilgilerin oluşturmalarına fırsat verilmelidir. Gerçek yaşamda birçok değişkenden oluşan bir problemle karşılaşan öğrencilere, derslerde tek bir değişken üzerinden problem çözmeyi öğretmek gerçek yaşamla okul dersleri arasında uçurum oluşturacaktır. Gerçek yaşam problemleri tek bir disipline göre de çözülemeyebilir. Dolayısıyla öğrencilere disiplinleri bir bütün olarak ele alma iklimini ve ekip çalışmasını aktarmamız faydalı olacaktır. Bu çalışmanın amacı, STEM eğitiminin önemini ve açıklanamayan kısımlarını literatür taraması ile sunmak ve özellikle matematik dersleriyle ilgilenen STEM uygulamalarını önermektir. Bu çalışma teorik bir çalışmadır ve çalışmada nitel araştırma yöntemlerinden elde edilen doküman analiz tekniği kullanılmıştır. Çalışma teorik açıdan hazırlanmış ve diğer araştırmacılar için örnek teşkil etmesi adına sunulmuştur. Çalışmada iki örnek uygulama kazanımları ile birlikte yer almaktadır. Uygulamalardan birinde SCRATCH kodlama programı kullanılmış ve diğer uygulama izoperimetrik teoride yapılandırılmıştır.

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The Unintended Impact of Regulatory Compliance: The Case of Pre-service Teacher Preparation to Teach Integrated Math-science Education under No Child Left Behind

Padró

Hurley

Trimmer

et al. 2020

Palgrave Studies in Education Research Methods

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Preservice teachers’ knowledge of interdisciplinary pedagogy: the case of elementary mathematics–science integrated lessons

Cited by 24 publications

References 26 publications

The impact of STEAM integration on preservice teachers' disposition and knowledge

The impact of STEAM integration on preservice teachers' disposition and knowledge

STEM Eğitimi Üzerine Bir Teorik Çalışma: İki Uygulama Önerisi

The Unintended Impact of Regulatory Compliance: The Case of Pre-service Teacher Preparation to Teach Integrated Math-science Education under No Child Left Behind

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